BARTON AND RAVENSWORTH CHURCH OF ENGLAND PRIMARY SCHOOLS Barton and Ravensworth Church of England Primary Schools SEND Information Report December 2019 “Learn with love, flourish in faith.” To embrace excellence for all through God, building a better world together. Introduction Our SEND information report outlines details for parents/carers of children who have Special Educational Needs or a Disability (SEND) and all those who support children with additional needs. This information outlines the support and provision you can expect to receive, if you choose Barton or Ravensworth Primary Schools for your children. 1 What kinds of SEND are provided for in our school? We welcome children with a broad range of needs to our schools and this is a recognised strength of our schools. - Special educational needs and provision falls under four broad areas: o Communication and interaction (C&I) o Cognition and learning / Specific Learning Differences (C&L / SpLD) o Social, mental and emotional health (SEMH) o Sensory needs and/or physical difficulties (SN / PD) Behavioural difficulties do not necessarily mean that a child or young person has SEND. 2a) What policies do we have for identifying children and young people with SEN? 2b) How do we assess their needs? 2c) What is the SENCo’s name and how can I contact them? Respecting Diversity – “Show proper respect to everyone.| 1 Peter 2:17 BARTON AND RAVENSWORTH CHURCH OF ENGLAND PRIMARY SCHOOLS 2a) Please read our SEND policy (click the link) alongside this document. We use the “Assess, Plan, Do and Review” process, known as the Graduated Approach. We consider children’s needs, plan interventions / changes to class teaching etc., implement these and then review their impact. We try to determine what the root cause of the issue is, as children who fall behind do not always have SEND – there may be other barriers to learning. 2b) If you think your child may have SEND, we will observe closely, assess what may be causing the difficulties and share with you what we will do as a school to support you and your child. We talk to parents and children regularly and liaise with other members of school staff. We have a range of assessments which can be used within school to help identify the specific difficulties your child may be experiencing. For example: - The Diagnostic Reading Analysis can help identify a difficulty with reading fluency, decoding or comprehension. - The SpLD Handbook contains a variety of assessments which we may use. - The Visual Assessment can help assess whether your child would benefit from the use of a coloured overlay to improve their reading. There are also assessments which we can ask you to support with to help identify the difficulties your child may be experiencing. These include: - The Skills for School Audit which can identify difficulties in learning behaviours. - The Dyslexia / Dyspraxia Checklists - The Social Communication Checklist With these documents, you complete your version, the pupil (where appropriate) completes a version and school (usually the class teacher) completes a version. The results are then pulled together and discussed with you. 2c) SENCO – Miss Amy Crisp Ravensworth T – 01325 377246 Barton T: 01325 718375 SEND governors – Mrs. Audrey Forsyth and Mrs Corinne Bell T – please call the school office (number above) E – [email protected] [email protected] Respecting Diversity – “Show proper respect to everyone.| 1 Peter 2:17 BARTON AND RAVENSWORTH CHURCH OF ENGLAND PRIMARY SCHOOLS 3 What arrangements do we have for consulting with parents of children with SEND and involving them in their child’s education? At Barton and Ravensworth we take parental concerns seriously and we strive to build good relationships with all parents. We ask that in the first instance you make contact with the class teacher to discuss any concerns you may have surrounding either progress, or any other aspect of your child’s development. The SENCo Miss Crisp works closely with all class teachers. Communication with you about your child’s education includes the following as standard: - Fortnightly newsletters - Specific letters from teachers re: curriculum foci etc. - Emails or letters to inform you if your child has been selected to take part in an intervention – this will explain why your child has been selected and offer you an opportunity to discuss further if required - Twice yearly parent consultation evenings - Annual school report - Ongoing opportunities to speak to your child’s class teacher, SENCO or Headteacher as needed either by appointment or informally, for example on the playground before school - Parent workshops to support your understanding of the curriculum and expectations - Annual reports We recognise that as a parent of a child with SEND you may require additional communication between home and school to support your child’s learning and progress. This includes: - Regular email contact - Home school communication books - Termly review meetings - Contact through private messaging with Class Dojo. Parents are invited to attend relevant training opportunities provided by school or externally, for example on attachment or through the Dyslexia Network. Parents are also signposted to relevant support networks e.g SENDIASS, POSCH, Fun with Autism, ‘Yes’ at Richmond School and NYPACT. 4. What arrangements do we have in place to consult with young people with SEND and how do we involve them in their education? Respecting Diversity – “Show proper respect to everyone.| 1 Peter 2:17 BARTON AND RAVENSWORTH CHURCH OF ENGLAND PRIMARY SCHOOLS The ethos within our school appreciates everyone’s uniqueness – that we all have our own strengths and weaknesses. Work carried out within classes, collective worship and our intervention when issues arise reinforce this ethos. The views of all children are listened to. Children with SEND may require additional support in articulating their views and aspirations. Targeted work may be undertaken with the class teacher, TA or SENCO. Some of our TA’s are particularly skilled in drawing out pupils’ voice through ‘Silver SEAL’ an effective programme developing Social and Emotional Aspects of Learning. Some children might find it difficult to express their views verbally; if this is the case then alternative methods are sought, for example by using visual prompts and traffic light cards. Children with SEND are involved in setting and reviewing their own learning targets, as outlined on their individual provision maps. These documents are also shared and reviewed with you on a termly basis or more frequently if required. Pupil views are sought for annual reviews using the first page of the EHCP document; these are maintained in order to track progress in the level of response as a child gets older. 5. What arrangements are in place for assessing and reviewing children and young people’s progress towards outcomes? Can you explain what opportunities are available to enable school to work with parents and young people as part of this assessment and review? We use Target Tracker to assess and track all pupil progress. For children not yet accessing the National Curriculum, we use P-scales. We meet regularly with parents of children with SEND to hold review meetings and more often, informally, as required. This may be a quick chat on the playground, or a message via text, telephone or email. We aim to make the review meetings as pleasant as possible, recognising that this can be a time that you can find difficult and stressful. We offer refreshments and ensure you are introduced to everyone who is present at the meeting. We try to ensure that we stick to time and ensure you have the chance to ask questions. There is the opportunity to complete parent views in advance of formal meetings to enable you to feel prepared before the meeting and provide notes and records of these minutes, along with children’s Provision Maps. Your child also has the chance to complete pupil views before the meeting, as outlined above. Individual provision maps are updated and shared with you and children termly, as outlined above. Inclusion passports are also used to highlight strategies which work (and their impact) and strategies which do not work (and why they don’t work). This is typically updated annually or more often as required. Respecting Diversity – “Show proper respect to everyone.| 1 Peter 2:17 BARTON AND RAVENSWORTH CHURCH OF ENGLAND PRIMARY SCHOOLS 6. What are the arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood? How do we ensure that as young people prepare for adulthood the desirable outcomes reflect their ambitions, which could include higher education, employment, independent living and participation in society? Transition between classes within school is carefully planned. Additional visits to see the new class and teacher are planned where needed. Special provision may be made, for example, a child has being invited into school on a training day at the beginning of a new term in order to have prior warning of changes that may have taken place to the building during the holiday period. Transition to a new school is equally well planned. A member of staff from the relevant secondary school is invited to Year 6 SEND reviews, and earlier if appropriate. We have a very good relationship with our main feeder secondary schools of Richmond and Saint Francis Xavier and work closely with them to ensure that transition for all pupils, and especially those with SEND, is smooth and handled correctly to reduce anxiety for yourself and your child. We tailor transition packages dependent on the needs and concerns of you and your child and it will always involve a discussion with you to decide together on the best approach. Transition packages usually take the form of additional visits, but their format may be different dependent upon the pupil.